Distance Learning Plan Template for Charter Schools

(1)

On June 24, 2020, Governor Ducey issued Executive Order 2020-41 Prioritizing Kids and Schools During COVID-19 regarding the reopening of schools for school year 2020-2021. As part of the Executive Order, all public schools may submit a Distance Learning Plan (DLP) to receive the flexibility to offer distance learning options for students without an approved Arizona Online Instruction (AOI) program for the 2020-2021 school year. Charter schools are required to submit a DLP to the Arizona State Board for Charter Schools (ASBCS) prior to implementing distance learning. Charter schools may begin operating their DLP upon submission of the plan to ASBCS.

Charters may make revisions to improve their DLP at any time, but must submit those changes to the ASBCS within 10 business days of any substantive revision. Charters should contact their assigned Education Program Manager at the ASBCS to revise their DLP.

Instructions

A charter holder that wishes to provide distance learning under Executive Order 2020-41 must create a DLP using this template, provided by the ASBCS. Charter holders not utilizing the appropriate template will be required to revise and resubmit their plans. The template is a Word document that must be completed in its entirety and uploaded to a Google Drive, as specified in communications from ASBCS and each charter holder’s assigned Education Program Manager.

In the sections found on pages 3-5, a charter holder will populate background information regarding charter holder and school information, including basic information about each charter holder’s overall plan and intended number of instructional days.

Most areas of the DLP will be completed by breaking processes into discreet, sequential action steps that answer the questions of what, who, when, and how. The action steps require the charter holder to name the action, indicate who is responsible for the action, provide the frequency and/or timing of the action, and identify what evidence will exist to show that the step has been/is being completed. Areas should include multiple action steps in order to demonstrate that the charter holder has a “detailed plan” to “provide substantive distance learning”, as required by the Executive Order. An example of a set of action steps for an area is below:

(2)

The example above is not intended to demonstrate that these are specific action steps a charter should use, nor that this is the best or most appropriate number of action steps. Rather, it is provided as guidance to show the manner in which the template is to be completed. Other areas of the template will require the charter holder to check boxes to indicate specific tasks, strategies, or resources to be used for different stakeholders included in the distance learning process.

(3)

Contact Information

School Principal(s): Susan Stradling, Principal

Amber Allen, Assistant Principal

School Telephone Number(s): 480-986-7071

School Principal E-Mail Address(es): [email protected]

[email protected]

School Information

*In the chart, list the schools this plan applies to. Add rows as needed to account for all schools.

School Name Entity ID CTDS

Pathfinder Academy 10753 078742001

Distance Learning Background Information

a. Number of Instructional Days (3.b)

Each charter school shall operate for the required 180 days of instruction pursuant to Executive Order 2020-41 (3.b). An exception to this requirement may be granted by the ASBCS, if the school intended to switch to a different schedule for the 2020-2021 school year. If ASBCS previously approved the school to operate on a calendar that was not 180 days, but met the number of hours equal to 180 days of instruction, this provision is still met, and no action is required.

If the school intended to switch to a different schedule for the 2020-2021 school year, but has not yet been approved by the ASBCS, please contact your Education Program Manager.

Please note, pursuant to Executive Order 2020-44 the Arizona Department of Education (ADE) shall conduct an analysis of the need to waive the number of school days that schools are required to provide schooling and the impact of such a waiver by August 31, 2020.

How many instructional days will the charter school operate for School Year 2020-2021? ₁₄₄ How many instructional days did the charter school operate for School Year 2019-2020? ₁₄₄

(4)

b. Distance Learning Option (3.b)

Estimated Enrollment for FY 2021 400 Start Date for Distance Learning 08/04/2020 Estimated Number of Students Participating

in Distance Learning for the Full Year 0

Estimated Number of Students Participating in Distance Learning for a Portion of the Year

400

Please choose the option that indicates your proposed duration/plan for distance learning:

☐1. We intend to operate distance learning for the full year for all students.

☐2. We intend to operate distance learning until ________________ for all students. ☒3. We intend to operate distance learning only until the Governor allows schools to fully reopen.

☐4. We intend to operate distance learning and use a hybrid approach once the Governor allows schools to fully reopen. Hybrid includes distance learning with students learning in the classroom on some days, and from home on other days (i.e. half of the students attend Mon/Wed and half of the students Tues/Thurs, half of the students come each week, etc.). ☐5. Other (Please explain below)

If you chose option 4 or 5 above, please provide a brief narrative explaining the details of the plan you will use:

Is the charter requiring students to do distance learning? Yes

If students are required to do distance learning, is the charter school providing a physical location for students to go during the same hours of the day AND the same days throughout the week as it did in the FY2020 school year prior to the school closure?

Yes

*In the case of a statewide closure or delay of in-person instruction, the requirement to provide a physical location available for students is waived under the Executive Order 2020-41 until the State permits in-person instruction. If due to a COVID-19 outbreak and pursuant to A.R.S. § 36-787, the Arizona Department of Health Services directs a school to close temporarily in order to appropriately sanitize the facility, the requirement to provide a physical location available for students is waived.

(5)

Attendance Tracking (1.a.i, 1.i)

a. Describe how the charter school will track attendance for students attending remotely, whether full time or intermittently.

The description must include the specific measures that will be used to determine whether a student participating in DL will be reported as present or absent on days when instruction does not take place in person. Attendance tracking may include methods such as:

 Communication with their teachers via telephone, ZOOM, MS Teams, or other digital meeting software.  Student participation in a virtual meeting or classroom session (ZOOM, MS TEAMS, Google Meets, etc.)  Daily assignments competed and submitted by the student.

 A parent attestation of documentation of time spent on educational activities.

The charter holder is advised that the ADE will continue to issue guidance on the topic of attendance, and should closely monitor updated information related to these expectations. Current guidance can be found here: https://www.azed.gov/finance/school-finance-guidance-for-covid-19/

If the Charter Holder currently operates an approved AOI, it must follow the AOI attendance requirements outlined by ADE and A.R.S. §15-808 for students enrolled in the AOI.

Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation 1. Students will submit

assignments daily through Google Classroom—Teachers will report attendance based on completion of assignments and participation in video calls to front office for each day

1. Classroom teachers, registrar 1. Daily 1. Teacher Attendance Logs in PS 2. PowerSchool attendance

reports

b. Describe the efforts the charter school will make to ensure all enrolled students are contacted and in communication on a regular basis. Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation 1. Teachers facilitate video

conferences for whole class one time per week

2. Teachers will facilitate small group and one on one video calls as needed to address academic needs

1. Classroom teacher

2. Classroom teacher

1. Minimum of one time per week

2. As needed

1. Pathfinder Academy Zoom schedule

2. Video Conference Schedules and links

(6)

3. Teachers will contact families on the second day work is not completed by students. Office staff will contact parents the fourth day work is not completed by students

3. Classroom teacher; office staff and administrators

3. Weekly

Teacher and Staff Expectations and Support (1.a.ii)

a. Describe expectations of teachers and other staff working virtually.

Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation 1. Teachers will work 7:45-3:30

daily. During work hours, teachers will plan, conduct Zoom calls, and provide students with feedback.

2. Teachers will use Fridays for planning and giving feedback to student virtually

3. Math: We will continue to utilize Saxon math in all grades. Teachers are expected to teach four lessons per week. Digital and/or paper copies of the Saxon Math lessons will be sent home to families weekly. Teachers will create videos and/or find videos for instruction (Google Classroom or parent pick up)

4. ELA: Kinder-2nd Grade: Teachers will utilize Pathfinder Academy’s reading program using small group and or individual instruction. Writing instruction will continue through the use of packets,

1. Classroom teachers 2. Classroom Teacher 3. Classroom Teachers 1. Daily 2. Weekly 3. Daily

1. Lesson Plans, Zoom Call Log

2. Lesson Plans, Feedback to students

3. Google Classroom Submission reports and feedback from teachers

(7)

Google Classroom, and/or teacher-made videos using the IEW Curriculum. 3 rd - 8th Grade: Teachers will utilize Pathfinder Academy’s reading resources to provide reading instruction to students. Writing instruction will continue through the use of packets, Google Classroom, and/or teacher-made videos using the IEW Curriculum.

5. Science: Kinder-2nd Grade: Teachers will utilize Pathfinder Academy’s science curriculum to provide instruction using Google Classroom, Packets, and/or other supplemental materials. 3 rd -8th Grade: Teachers will utilize Pathfinder Academy’s science curriculum to provide instruction using Google Classroom, Packets, and/or other supplemental materials. (Teachers may use MobyMax as a supplement.)

6. History: Kinder-2 nd Grade: Teachers will utilize Pathfinder Academy’s history/social studies curriculum to provide instruction using Google Classroom, Packets, and/or other supplemental materials. 3 rd -8 th Grade: Teachers will utilize Pathfinder Academy’s history/social studies curriculum to provide instruction using Google

4. Classroom Teachers

5. Classroom Teacher

4. Daily

5. Daily

(8)

Classroom, Packets, and/or other supplemental materials.

b. Describe commitments on delivery of employee support services including but not limited to: o Human resource policies and support for employees; and

o Regular communication from the administration.

Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation 1. Staff meetings will be held

every Monday at 2 pm to discuss expectations 2. Weekly Staff Email 3. HR Policies posted and

communicated to staff through email

1. Principal, assistant principal

2. Assistant Principal 3. HR, Principal, Assistant Principal 1. Weekly 2. Weekly 3. As needed

1. Staff Meeting Agendas and notes

2. Weekly staff email

3. Emails

c. Describe how professional development will be provided to employees.

Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation 1. Edkey Institute

2. Staff PD during Pre-Service 3. PD during weekly staff meeting

1. Instructional Support Team

2. Assistant Principal

3. Assistant Principal

1. Late July

2. Late July/Early August

3. Weekly

1. Edkey Institute Agendas/Schedule

2. Videos on Loom/PD meeting notes

3. Meeting agenda/notes List Specific Professional Development Topics That Will Be Covered

Google Classroom Zoom Video Conferencing Loom for making videos Sign-up Genius

(9)

Connectivity (1.a.iii)

Check the boxes below to indicate which was/will be used to ensure each student, teacher, and staff member has access to a device and internet connectivity if the plan relies on online learning.

Students Teachers Staff

What was Used to Establish Need?

Questionnaire X X X

Personal Contact and Discussion

Needs Assessment-Available data X

Other:

What will be Used to Respond to Need?

Loaner Device (laptop/tablet) X

WIFI Hot Spot X

Supplemental Utility Support (Internet)

Other:

When will stakeholders have access to IT Support Availability?

Traditional School Hours X X X

Extended Weekday Hours X X X

24/7 Support

Other:

Instructional Methods and Monitoring Learning (1.a.iii)

a. In the tables below, list the methods that will be used to deliver instruction (i.e. Direct Instruction via Zoom, Independent Study, Project Based Learning via a menu of options), the content provider or program to be used (i.e. Edgenuity, Journeys, Saxon Math), and the Formative and Summative Assessment Strategies to be used, as well as the frequency of those assessments.

Instructional Methods, Content Delivery, and Monitoring Student Learning (Math) Educational Delivery

Methodologies

Content Provider/Program Used

Formative Assessment Strategies and Frequency

Summative Assessment Strategies and Frequency

(10)

Kindergarten Direct instruction via Zoom or recorded videos

Teachers will utilize Saxon math

Assignments will be

submitted daily as formative assessment

Galileo 3xper year

1-3 Direct instruction via Zoom or recorded videos

Tests aligned to curriculum (i.e. Saxon tests, Chapter Tests, etc.) Typically every 2-3 weeks

9-12

Instructional Methods, Content Delivery, and Monitoring Student Learning (ELA) Educational Delivery

Methodologies

Summative Assessment Strategies and Frequency Kindergarten Direct instruction via Zoom or

recorded videos

Small Group or individual instruction using Zoom

Teachers will utilize Spalding-like program with focus on letter formation and sounds

Teachers will assess students letter formation and

knowledge of sounds through one on one assessments and written assignments

Galileo 3xper year/ teacher observations

Typically every 2-3 weeks

Small Group or individual instruction using Zoom

Teachers will utilize Spalding-like program with focus on letter formation and sounds

Teachers will assess students letter formation and

knowledge of sounds through one on one assessments and written assignments

Tests aligned to curriculum (i.e. Chapter Tests, etc.) at the end of chapters Typically every 2-3 weeks

(11)

Teachers will utilize school approved novels and readers to provide instruction Teachers will utilize IEW writing curriculum for writing instruction

Written directions with step by step explanations

Teachers will utilize Spalding-like program with focus on letter formation and sounds Teachers will utilize school approved novels and readers to provide instruction Teachers will utilize IEW writing curriculum for writing instruction

Teachers will assess students through written assignments

Tests aligned to curriculum (i.e. Chapter Tests, etc.) at the end of chapters Typically every 2-3 weeks

Written directions with step by step explanations

Teachers will utilize school approved novels and readers to provide instruction Teachers will utilize IEW writing curriculum for writing instruction

Tests aligned to curriculum (i.e. Chapter Tests, etc.) at the end of chapters Typically every 2-3 weeks 9-12

Instructional Methods, Content Delivery, and Monitoring Student Learning (Science) Educational Delivery

Methodologies

Summative Assessment Strategies and Frequency Kindergarten Direct instruction via Zoom or

recorded videos and assignments

Teacher/ Evan-Moor Science Works

Teachers will assess students through written and/or verbal assignments

Projects/ Teacher

Observation at the end of units

1-3 Direct instruction via Zoom or recorded videos and

assignments

Teacher/ Evan-Moor Science Works

Projects/Teacher Observation at the end of units

(12)

assignments

Teacher/ Studies Weekly Teachers will assess students through written assignments

Chapter Tests/Projects at the end of chapters

assignments

Teacher/ Prentice Hall— Science Explorer

Chapter Tests/Projects at the end of chapters

9-12

Instructional Methods, Content Delivery, and Monitoring Student Learning (Other Content Areas) Educational Delivery

Methodologies

Summative Assessment Strategies and Frequency Kindergarten Teacher recordings of lessons

and assignments

Teacher Created Materials Assignments submitted by students

Projects submitted by students

1-3 Teacher recordings of lessons and assignments

Projects submitted by students/ Unit tests at the end of each unit

9-12

(13)

Meeting the Needs of Students with Disabilities and English learners (1.a.iv)

In addition to action steps articulated in this document, all state/federal laws and IDEA assurances provided annually to the Department remain applicable and in effect.

a. Describe how the charter school will ensure access and meet the needs of students with disabilities.

Action Step Person(s) Responsible Frequency and/or Timing Evidence of Implementation Pathfinder staff and Edkey staff

will review all IEPs and 504’s and make appointments with families to provide support based on individual goals. Note: If a family does not have access

to the internet, In-person learning sessions will be available

Special Education Teacher

504 Coordinator Daily Schedules, IEP Progress Logs

1. Special Education services will be provided for all students either in person or via Zoom (as determined by the IEP team

2. Students will work on IEP goals in small group or one on one sessions (Zoom or in-person

1. Classroom teacher, special education teacher, IEP Team 2. Special Education teacher

1. Daily 2. Weekly

1. Lesson Plans, Assignments, Zoom sessions

2. Lesson plans, Zoom schedule

Process for Implementing Action Step

Special Education teacher will works with families to establish times to meet service minutes on Zoom. Special Education teacher will have access to Google Classroom and time to meet with teachers to plan for accommodations and modifications as needed. Special Education teacher will hold meetings as necessary through Zoom or in person based the family’s needs.

(14)

Action Step Person(s) Responsible Frequency and/or Timing Evidence of Implementation 1. EL students will participate in

small group instruction based on ELP standards in small group

1. Classroom Teacher 1. Daily 1. Lesson Plans, lesson activities, schedules

Process for Implementing Action Step

We do not have any EL students currently enrolled. But if we do during distance learning A placement test will be given to the student if necessary

The Assistant Pricipal will work with the classroom teacher to develop plans for meeting the needs of the student including (work accommodations, one-on-one or small group Zoom sessions)

Social and Emotional Learning Support for Students (1.a.v)

Check the boxes below to indicate which will be provided to students to support social emotional learning and how counseling services will be provided for each grade band.

Kinder 1-3 4-5 6-8 9-12

Social Emotional Learning

Teacher Check-in X X X X

Packet of Social and Emotional Topics

Online Social Emotional videos

Parent Training Other: Kinder 1-3 4-5 6-8 9-12 Counseling Services In-Person Phone Webcast Email/IM Other:

Provide a description of how the charter school will provide social and emotional learning support to students using the methods identified in the above charts.

(15)

Action Step Person(s) Responsible Frequency and/or Timing Evidence of Implementation 1. Character Education will

continue through Google Classroom

2. We will utilize the New Normal lessons (social emotional curriculum from our online sister school) provided by AZDL

1. Teachers

2. Teachers

1. New Character Traits monthly

2. Weekly

1. Character Education curriculum

2. Lesson Plans

Demonstrating Mastery of Academic Content (1.a.vi)

Describe how the charter school will require students to demonstrate ongoing competency or mastery in grade level or advanced grade level content.

Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation 1. Students will take standards

based Galileo benchmark assessments

1. Classroom Teacher 1. 3x/year 1. Assessment Calendar

Benchmark Assessments (1.a.vii)

In the tables below, list the assessments that will be used for benchmarking in grades K-12 (i.e. NWEA MAP, Galileo, Fountas and Pinnell BAS, etc.), the manner in which the assessment will be given, and the proposed date(s) the assessment(s) will be given.

Benchmark Assessments (Math) Assessment(s) to be used (Name of

Assessment and/or Assessment Provider/Creator)

Plan for Assessment (online, in person, at testing center, etc.)

Proposed date(s) of assessments

Kindergarten ATI-Galileo In-person (small group) Aug. 3-28, Nov. 30-Dec 18, Apr.

26-May 14

1-3 ATI-Galileo In-person (small group) 1st_-2nd_:

Aug. 3-28, Nov. 30-Dec 18, Apr. 26-May 14

3rd_{: Aug. 3-28, Nov. 2-20, Feb. 8-26}

4-6 ATI-Galileo In-person (small group) Aug. 3-28, Nov. 2-20, Feb. 8-26

(16)

9-12

Benchmark Assessments (ELA) Assessment(s) to be used (Name of

Assessment and/or Assessment Provider/Creator)

Plan for Assessment (online, in person, at testing center, etc.)

Proposed date(s) of assessments

Kindergarten ATI-Galileo In-person (small group) Aug. 3-28, Nov. 30-Dec 18, Apr.

26-May 14

1-3 ATI-Galileo In-person (small group) 1st_-2nd_:

Aug. 3-28, Nov. 30-Dec 18, Apr. 26-May 14

3rd_{: Aug. 3-28, Nov. 2-20, Feb. 8-26}

9-12

Optional: Describe how the school will administer benchmark assessments (use if the school wishes to provide information in addition to the table above)

Families will bring their students to the school in small groups to take their ELA and Math Benchmark assessments

Additional Information (Optional)

The charter school may use this space to add any additional information it believes is key to the plan it has laid out in this document, or to highlight its efforts to provide a quality Distance Learning Plan to its students.